Our group was assigned parental involvement, and we researched the topic as three distinct areas: lower elementary, upper elementary and secondary level. An article in Developmental Psychology by Nancy HIll (2009) defines parental involvement as:
Although there are numerous definitions of parental involvement in education, we define it as “parents’ interactions with schools and with their children to promote academic success” (Hill et al., 2004, p. 1491). This is somewhat broader than the definition articulated in the NCLB, which is “the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities” (No Child Left Behind Act, 2002, §9101).
One study reviewed was conducted by Roberts and Vukovic (2011) noted that math anxiety was decreased with parental involvement in certain types of mathematics topics as well as increasing math achievement in urban public schools. The study conclusion noted:
The results of this study suggest that the role of math anxiety in understanding the relation between parental involvement and mathematics achievement depends on the type of mathematics. For algebraic reasoning and story problem outcomes, parental involvement might exert its influence on children’s math achievement through reducing math anxiety. However, knowing a child’s level of math anxiety does not help explain the relation between parental involvement and procedural skills. These findings suggest that the relation between parental involvement and overall mathematics achievement is multi- dimensional and that math anxiety is not the only underlying mechanism affecting this relationship. Increasing mathematics achievement is important for all students, but especially for students in urban public schools that are characterized by low achievement. The findings in this study suggest that educational interventions that make it their focus to enhance parental involvement, may find students’ mathematics achievement to no longer be hindered by the negative effects of math anxiety. This has important implications, as increased mathematics competence is associated with entry to science, technological, engineering, and mathematics disciplines in higher education (National Mathematics Advisory Panel, 2008).
There is also research that shows that parental involvement is directly proportional to a parent’s educational level. Well-educated parents are more likely than less-educated parents to help students complete math homework and projects and will also help their children be placed in higher-level, more demanding classes (Useem, 1992). Although the research shows less-educated parents may not always be able to assist their children in their math learning teachers and schools can provide support to these parents to teach them what they can do at home to help further increase their children’s math knowledge. Training, workshops and events like parent math nights demonstrate for parents fun and easy activities that can be done at home as a family to help increase their children’s math skills and also help parents feel more connected to what their children are doing in school. Tonight we have set up a mock parent math night which may be beneficial for some of you to do in your own schools. Each group will have a chance to complete a math activity appropriate for elementary, intermediate and secondary grades. At the end of the activities they will be an opportunity to ask us any questions you may have. Have fun!
Parental involvement has been publicized for years as a very important predictor of student achievement in schools. Strengthening parents' roles in the learning of their children has been identified by teachers as an issue that should be a public priority. The pursuit for effective parental involvement is not easily accomplished without understanding obstacles and how to overcome them. It is important to define parental involvement, to identify types of effective involvement and to identify barriers to parental involvement. Only then can we succeed in overcoming those barriers and increasing the quality of parental involvement.
Research indicates a strong link between parental involvement and student achievement (Hoover-Dempsey & Sandler). However, a definition of effective parental involvement is not the same for everyone. Staff of some schools wants parents to be involved only in specific ways and at times determined by the staff. This total control of parental involvement by the school represents one extreme. Another extreme is represented by parents who want to run the school, including control over all spending, hiring and firing of staff, and curriculum selection. The bottom line is that parents really do want their children to be in good schools, and educators want to teach in those schools. Unfortunately, varying perspectives often get in the way of this happening. Parental involvement has two independent components: parents as supporters and parents as active partners (Hoover-Dempsey & Sandler). Focusing on one of these components alone is not a sufficient approach to parental involvement. Parents can be active, yet not supportive of the education process. They also can be supportive but not active at the school. Of course, the ideal parent is both supportive and active; but this often is difficult when both parents work outside the home, or when there is only one parent in the home. Whether in a supportive and/or an active role, parental involvement can mean very different things, depending on one's perspective. Teachers may want parental involvement in the form of helping children with homework. Parents may see parental involvement as making major decisions in the school. The truth is that parental involvement can and should take many forms. Parental involvement is reading to preschool children. It is getting children ready for school every morning. It is volunteering at the school. It is participating in math and literacy nights. It is serving on collaborative decision making committees, and it is lobbying legislatures to advocate for children.
Parents tend to be more involved with kids during the primary grades. These are the most important years of school because the attitudes and routines of school are formed. The mere presence of parents in the school, actively involved shows their kids the importance of education.
Although there are numerous definitions of parental involvement in education, we define it
as “parents’ interactions with schools and with their children to promote academic
success” (Hill et al., 2004, p. 1491). This is somewhat broader than the definition
articulated in the NCLB, which is “the participation of parents in regular, two-way, and
meaningful communication involving student academic learning and other school
activities” (No Child Left Behind Act, 2002, §9101).
One study reviewed was conducted by Roberts and Vukovic (2011) noted that math anxiety was decreased with parental involvement in certain types of mathematics topics as well as increasing math achievement in urban public schools. The study conclusion noted:
The results of this study suggest that the role of math anxiety in understanding the relation
between parental involvement and mathematics achievement depends on the type of
mathematics. For algebraic reasoning and story problem outcomes, parental involvement
might exert its influence on children’s math achievement through reducing math anxiety.
However, knowing a child’s level of math anxiety does not help explain the relation
between parental involvement and procedural skills. These findings suggest that the
relation between parental involvement and overall mathematics achievement is multi-
dimensional and that math anxiety is not the only underlying mechanism affecting this
relationship.
Increasing mathematics achievement is important for all students, but especially for
students in urban public schools that are characterized by low achievement. The findings
in this study suggest that educational interventions that make it their focus to enhance
parental involvement, may find students’ mathematics achievement to no longer be
hindered by the negative effects of math anxiety. This has important implications, as
increased mathematics competence is associated with entry to science, technological,
engineering, and mathematics disciplines in higher education (National Mathematics
Advisory Panel, 2008).
There is also research that shows that parental involvement is directly proportional to a parent’s educational level. Well-educated parents are more likely than less-educated parents to help students complete math homework and projects and will also help their children be placed in higher-level, more demanding classes (Useem, 1992). Although the research shows less-educated parents may not always be able to assist their children in their math learning teachers and schools can provide support to these parents to teach them what they can do at home to help further increase their children’s math knowledge. Training, workshops and events like parent math nights demonstrate for parents fun and easy activities that can be done at home as a family to help increase their children’s math skills and also help parents feel more connected to what their children are doing in school. Tonight we have set up a mock parent math night which may be beneficial for some of you to do in your own schools. Each group will have a chance to complete a math activity appropriate for elementary, intermediate and secondary grades. At the end of the activities they will be an opportunity to ask us any questions you may have. Have fun!
Parental involvement has been publicized for years as a very important predictor of student achievement in schools. Strengthening parents' roles in the learning of their children has been identified by teachers as an issue that should be a public priority. The pursuit for effective parental involvement is not easily accomplished without understanding obstacles and how to overcome them. It is important to define parental involvement, to identify types of effective involvement and to identify barriers to parental involvement. Only then can we succeed in overcoming those barriers and increasing the quality of parental involvement.
Research indicates a strong link between parental involvement and student achievement (Hoover-Dempsey & Sandler). However, a definition of effective parental involvement is not the same for everyone. Staff of some schools wants parents to be involved only in specific ways and at times determined by the staff. This total control of parental involvement by the school represents one extreme. Another extreme is represented by parents who want to run the school, including control over all spending, hiring and firing of staff, and curriculum selection. The bottom line is that parents really do want their children to be in good schools, and educators want to teach in those schools. Unfortunately, varying perspectives often get in the way of this happening. Parental involvement has two independent components: parents as supporters and parents as active partners (Hoover-Dempsey & Sandler). Focusing on one of these components alone is not a sufficient approach to parental involvement. Parents can be active, yet not supportive of the education process. They also can be supportive but not active at the school. Of course, the ideal parent is both supportive and active; but this often is difficult when both parents work outside the home, or when there is only one parent in the home. Whether in a supportive and/or an active role, parental involvement can mean very different things, depending on one's perspective. Teachers may want parental involvement in the form of helping children with homework. Parents may see parental involvement as making major decisions in the school. The truth is that parental involvement can and should take many forms. Parental involvement is reading to preschool children. It is getting children ready for school every morning. It is volunteering at the school. It is participating in math and literacy nights. It is serving on collaborative decision making committees, and it is lobbying legislatures to advocate for children.
Parents tend to be more involved with kids during the primary grades. These are the most important years of school because the attitudes and routines of school are formed. The mere presence of parents in the school, actively involved shows their kids the importance of education.